Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
Ayi Kwei Armah’s Intellectuals of the African Renaissance • by Fouad Mami

Ayi Kwei Armah’s Intellectuals of the African Renaissance • by Fouad Mami

Ratings: (0)|Views: 30 |Likes:
The African University of Adrar, Dept. of English, Algérie. fouad.english2010@gmail.com
The African University of Adrar, Dept. of English, Algérie. fouad.english2010@gmail.com

More info:

Categories:Types, Research
Published by: ☥ The Drop Squad Public Library ☥ on Feb 28, 2013
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less





cadernos de estudos africanos janeiro-junho de 2011 21, 163-191
Ayi Kwei Armah’s Intellectualsof the African Renaissance
Fouad Mami
The African University of Adrar,Dept. of English, Algériefouad.english2010@gmail.com
 Ayi Kwei Armah is a living Ghanaian novelist and cultural activist. His life and bodyof novelistic experiments show a meticulous preoccupation with Africa’s present culturalcrisis. His seven novels to date, in addition to his autobiography entitled
The Eloquenceof the Scribes
(2006), all illustrate a relentless intellectual campaign for articulating the
ways in which the ”right” and commied intellectuals can be singled out from what he
takes as multitudes of pseudo- or parvenu academics. For Armah, a carefully devised andadministered educational system should form the basis for a reformed African ethos. Thisarticle explores Armah’s call for renovating the present educational philosophy that aims
to promote a new idea of Africa. Constructing an authentic educational system is justiedby him through the need to supersede the devastating eects imposed by and institutedthrough colonial education. Below is an aempt to debate Armah’s deconstructive ap
 proach of the colonial educational paern. Similarly, viable prospects of a change of per
-spective are reviewed. In founding schools throughout Africa and granting scholarshipsin metropolitan universities to African students, Armah thinks, colonial powers only
meant to maintain control, even aer the end of their direct occupation.
Keywords: educational system, Western education, social transformation, Africanintellectuals
 Ayi Kwei Armah é um romancista e activista cultural ganês. A sua vida e o conjuntodos seus romances revelam uma profunda preocupação com a actual crise cultural africa-
na. Os sete romances publicados até à data e a sua autobiograa, intitulada
The Eloquenceof the Scribes
(2006), ilustram um incansável activismo intelectual na procura de umcompromisso entre os intelectuais “verdadeiros” e engajados que os destaquem daquiloque considera serem as multidões de arrivistas pseudo intelectuais. Para Armah, um sis-
tema educacional assente numa planicação e administração cuidadas deveria constituir
a base para um renovado ethos africano. Este artigo explora o apelo de Armah para uma
renovação da losoa do sistema educativo com vista à promoção de uma nova ideia de África. Armah justica a construção de um autêntico sistema de ensino pela necessidade
de superar os efeitos devastadores que foram impostos e instituídos pela educação colonial.Este artigo constitui uma tentativa de debater a abordagem desconstrutivista de Armahdo modelo de ensino colonial. Simultaneamente abordam-se as propostas que advogamuma mudança de perspectiva na área do ensino. Na opinião de Armah as potências colo-niais, ao inaugurarem escolas em todo o continente africano e ao concederem a estudantesafricanos bolsas de estudo para universidades europeias, pretenderam manter o controlo
sobre as populações colonizadas mesmo após o m da ocupação efectiva.
Palavras-chave: sistema educacional, educação ocidental, transformação social,
intelectuais africanos
cadernos de estudos africanos janeiro-junho de 2011 • 21, 163-191
 A college in West Africa for the education of Africa youth by African instructors, under a Christian government conductedby Negroes, is something so unique in the history of Christiancivilization, that wherever, in the civilized world, the existenceof such an institution is heard of, there will be curiosity as toits character, its work and its prospects. A college suited, in allrespects, to the exigencies of this nation and to the needs of racecannot come into existence all at once. It must be the result of  years of experience, of trial, of experiment.
(Blyden, 1888, p. 82)
Ayi Kwei Armah is a contemporary Ghanaian novelist who, for a period ofmore than four decades, has stayed vocal and consistent against Western educa-tion and its legacy in the continent of Africa. His
The Beautyful Ones Are Not Yet Born
(1968), has established him as a major African writer along withChinua Achebe, Wole Soyinka and Ngugi Wa Thing’o. In reading his seven nov-
els to date, it becomes clear that Armah pays a special aention to the ways in
which intellectual characters (not common individuals) conceive of themselves
as Africans. The present article examines the ways Armah situates art in society,
politics and history. It similarly evaluates his emphasis on education as a remedyto the African predicament by confronting this emphasis with the critiques ofvarious cultural theorists.For Armah, an intellectual renaissance in Africa cannot be generated unless
authentic African intellectuals – he prefers calling them at one time: “culturalworkers”, at some others: “system-makers” – combat the Euro-centric and po
tentially destructive reexes that shape and dene neo-colonial schools. Instead
of being rewarding and liberating, Western education is seen by Armah as an in-stitutional machinery that indoctrinates African minds in submission to Westernpower and blinds the same minds from ever aspiring to a just world order.According to him, without a conscious deconstruction of this institution’s fester-
ing viruses, there is lile hope for Africa’s cultural revival to come about. Thenext step in his epistemic process of liberation involves conscious ground prepa
-ration for founding a just organizational social order. Armah here dispenses with
the revolutionary alternative as he thinks it not only wasteful and supercial but
also suicidal. Conversely, the novelist’s evolutionary outlook (as opposed to revo-lutionary perspective) confers a well-planned corrective agenda and thoughtful
implementations in the already existing school system. Finally, Armah narrows
his search till the readers are able to locate the space where an African intellectual

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->